Education

Factors influencing the integration of ICT in teaching and learning in public primary schools in Kitui West Subcounty, Kenya

2026-05-26T11:13:34Z

Factors influencing the integration of ICT in teaching and learning in public primary schools in Kitui West Subcounty, Kenya Munyoki, Jacinta Kathini Many experts argue that simply installing technological gadgets and infrastructure will not automatically result in ICT integration in learning until the teacher, who is a significant element in ICT integration, is addressed. This study examined teachers' attitudes, computer literacy, and the availability of resources in technology integration in public primary schools' teaching in Kitui West Sub County, Kitui County, Kenya. The objectives of the study were to establish the influence of teachers' attitudes on the integration of ICT in teaching and learning, Kitui West Sub-County; to determine the influence of teachers' computer literacy on teaching and learning, Kitui West Sub-County; and to determine the influence of availability of resources on the integration of ICT in teaching and learning in Kitui County, Kitui West Sub-County. This study's findings would help education stakeholders like teachers, parents, ministry officials, donors and sponsors to help solve the identified challenges impending proper integration of ICT into teaching and learning. The findings would also be critical in policy policy-making related to integrating ICT in schools. In theory, the study was guided by The Open System Theory model. The researcher applied a descriptive study approach targeting 81 head teachers and 730 teachers in all 81 Kitui West Sub County public primary schools. A random stratified sampling approach based on 24 head teachers and 220 teachers was employed in the study. Questionnaires and interviews from teachers and head teachers were used for data collection. Test-retest was applied to ascertain the reliability of the teachers' questionnaire. Two supervisors allocated to the researcher helped ascertain content and construct validity. The researcher used descriptive and inferential statistics for data analysis and tested the formulated null hypothesis using multiple regression analysis. These tests included averages, proportions, R-statistics, ANOVA, p-values, and coefficients. The researcher also analyzed questionnaires and the consecutive presentment made via frequencies and percentages. The findings obtained after the study would be applied in formulating more pragmatic policies that would obligate primary school teachers to demonstrate and make a periodical report on the progress of ICT integration in teaching and learning in Kitui West Sub County-Kitui County. The R-Statistics results show that the R2 of the model was 0.0214 and the model p-value was 0.1969 which was insignificant. The results also indicated that all three factors studied positively impacted ICT integration in teaching and learning, with the availability of resources having the lowest impact at a coefficient of 0.02. It was also found that the factors had an insignificant impact on the dependent variable, as indicated by their p-values, and evaluated based on a 5% significance level. The p-values obtained were 0.1400, 0.1446 and 0.6554 for teachers' attitudes, 'computer literacy, and availability of resources, respectively. The conclusion was, therefore, that the three factors had a positive insignificant impact on the integration of ICT in teaching and learning in public primary schools in Kitui West Sub-County.

Correlates of effective guidance and counseling programmes in public primary schools in Kajiado North, Kajiado County, Kenya

2026-05-26T10:50:11Z

Correlates of effective guidance and counseling programmes in public primary schools in Kajiado North, Kajiado County, Kenya Gichaba, Daphine Nyabete Guidance is the process of assisting learners to recognize their potentials. It aims at encouraging self-esteem and the development of various aspects of ‘self’, such as personal, social, and moral. Counseling, on the other hand, is the process of helping an individual explore difficulties experienced in life so as to make informed decisions that will lead towards a more satisfying life. Despite the fact that Kajiado Sub County public primary schools record high incidences of pupils’ absenteeism, alcohol and drugs abuse, psychosocial and teenage sexuality issues, G&C activities are very minimal. The purpose of this study was to examine the correlates of effective G&C programmes in public primary schools in Kajiado Sub County, Kajiado County, Kenya. The study objectives were to establish the relationship between G&C teacher preparedness and effectiveness of G&C programmes, to determine the relationship between availability of G&C programme resources and effectiveness of G&C programmes, and to examine the relationship between the head teachers’ support and effectiveness of G&C programmes in public primary schools in Kajiado North Sub County. The study was anchored on the Rogerian client-centred therapy theory which emphasizes on the importance of the individual in seeking assistance, controlling their destiny, and overcoming their difficulties. Descriptive survey and correlational research designs were adopted. The study population comprised of 28 G&C teachers, and 14 head teachers. All the 28 G&C teachers, and 14 head teachers were sampled for the study. Data were collected through G&C teachers’ questionnaires, head teachers interview guides and G&C resources observation schedules. Items from data collection instruments were reviewed for content validity by the two university supervisors. Pilot study was conducted among public primary schools in the neighbouring Kajiado East Sub County. Reliability of quantitative items in the questionnaires were established by computing Cronbach’s alpha coefficient. Quantitative data were analyzed by use of descriptive statistics such as percentages, means, standard deviation, bar graphs, line graphs and frequencies. The Pearson Product Moment correlation coefficient analysis and chi-square were used for hypotheses testing. Qualitative data was thematically analysed as per the three objectives of the study. It is expected that the study findings will create impetus for the education stakeholders to focus their synergies on the much needed guidance and counselling at the primary school level. The study recommends that the training of G&C teachers in Kenya should be harmonized and be based on clearly defined competencies as opposed to the current situation where teacher counsellors are trained at different levels with varied curricula.

Teachers and students’ perceptions of the influence of sexuality education on students’ sexual behaviour in public day secondary schools in Masaba South Sub County, Kisii County, Kenya

2025-03-13T13:51:28Z

Teachers and students’ perceptions of the influence of sexuality education on students’ sexual behaviour in public day secondary schools in Masaba South Sub County, Kisii County, Kenya Nyang’wono, Josephine The need for information on sexuality becomes even more pertinent in a rapidly changing world where globalization and technological advancements expose children to a wide range of influences. Despite the provision of sexuality education, Masaba South Sub County public secondary schools have been experiencing high girls’ dropout rate due to teenage pregnancy, abortion-related mortalities and sexual health complications. The purpose of the study was to establish the teachers and students’ perceptions of the influence of sexuality education on the students’ behaviour in public secondary schools in Masaba South Sub County, Kisii County, Kenya. The study was premised on Bandura’s Social Learning Theory and adopted descriptive survey research design. Fifty principals, 50 guidance and counseling teachers, and 50 chairpersons of the student councils from 50 day public schools were targeted. Census sampling technique was used to sample all the 50 guidance and counseling teachers. Through simple random sampling 30.0 % of principals and 30.0 % chairpersons of the student councils were sampled. Data were collected through guidance and counselling teachers’ questionnaires, principals’ interview schedules and students’ focus group discussions. Content and construct types of validity were ascertained through scrutiny by the two supervisors assigned to the researcher. The reliability of the teachers’ questionnaire was ascertained by test-retest technique. Both descriptive and inferential data were used to analyze the data. Qualitative data were put into broad themes for interpretation. However, some qualitative data were used verbatim to maintain the power of the participants’ spoken words. The study found that the adolescence and sexual development education offered in schools was inadequate to cater for the physical and psychology challenges faced by the public day secondary students in Masaba South Sub County in Kisii County. Students, principals, and G&C teachers acknowledged that unlike in the past, the information on transmission and prevention of HIV and other STIs seem to have become less persuasive to both students and teachers in avoiding risky sexual behaviours. The study findings may assist in bridging the gap between the theory, practice and the outcome of human sexuality education.

Factors influencing the integration of ICT in teaching and learning. A case of public primary schools in Kitui central sub county, Kitui county, Kenya

2023-03-08T12:09:55Z

Factors influencing the integration of ICT in teaching and learning. A case of public primary schools in Kitui central sub county, Kitui county, Kenya Muia, Regina Kavinya Integrating technology into classroom practices is one of the challenges in the 21st century. Effectively integrating ICT into teaching learning process is much more complicated than providing computers and securing a connection to the Internet. The purpose of the study was to investigate the factors influencing integration of ICT in teaching and learning in public primary schools in Kitui Central Sub County. The study objectives were to assess the influence of teachers’ ICT literacy, to establish the influence of teachers’ attitude, and to examine the influence of availability of ICT resources on ICT integration in teaching and learning in public primary schools in Kitui Central Sub County. The study was anchored on the Technological Pedagogical Content Knowledge (TPACK) Model for Technology Integration in teaching and learning and the Technology Acceptance Model (TAM). The study adopted descriptive survey research design. The study targeted 70 head teachers and 1053 teachers from 70 public primary schools. Through simple random sampling, 21 head teachers and 105 teachers were selected for the study. Data was collected through the head teachers’ interview schedule and teachers’ questionnaire. To ascertain reliability and validity of research instruments, the Pilot testing was conducted in the neighboring Kitui West Sub County. Reliability of the research instruments was calculated using test-retest technique obtaining a coefficient of 0.84. Content and construct validity were ascertained through the university supervisors’ scrutiny and pilot testing. Both descriptive and inferential statistics were used to analyze the data. Descriptive statistics included frequencies, means and standard deviations while multiple regression analysis was used to test the formulated three hypotheses. Qualitative data was put into broad themes for interpretation. However, some qualitative data was used verbatim in order to maintain the power of the participants’ spoken words. The study found that teachers’ ICT literacy was low, attitude towards ICT integration moderately positive while availability of ICT resources was moderate. The study’s three independent variables contributed 62.3 % of variance in the level of ICT integration in teaching and learning (R2 = 0.623). Teachers’ ICT literacy was the most potent predictor of ICT integration (β = 0.568, t(89) = 5.365, p < 0.05). It is hoped that the findings will serve as an important feedback to the government in regard to the National ICT policy on Education and Digital Learning Programme which was meant, ostensibly, to entrench information and communication technology (ICT) in the teaching and learning process in primary schools in Kenya. The study recommends that the MOE should organize frequent compulsory in service training to equip all teachers with the appropriate skills and knowledge in ICT.

Effects of emerging trends in postmodern religious education on the morality of third year university students: a case study of the University of Nairobi third year students

2023-02-10T08:20:03Z

Effects of emerging trends in postmodern religious education on the morality of third year university students: a case study of the University of Nairobi third year students Onyango, Benson Laguina Post modernism is defined as a philosophy of the “late 20th century movement characterized by broad skepticism, subjectivism, or relativism; a general suspicion of reason and an acute sensitivity to the role of ideology in asserting and maintaining political, religious and economic power. It is one such factor that is influencing and changing certain core values of religious education. The purpose of this study was to determine influence of emerging trends in postmodern religious education on the morality of third year university students with reference to the University of Nairobi. The following objectives were formulated to guide the study: to determine the influence of skepticism on the morality of religious students at the university of Nairobi, to determine the influence of subjectivism on the morality of religious education students at the University of Nairobi, to determine the influence of relativism on the morality of religious studies students at the University of Nairobi and to determine the influence of pluralism on the morality of religious education students at the University of Nairobi. The study was anchored on Durkheim’s theory on religion. A mixed method research design was employed in this study. The study targeted a head of department, lecturers and students in the department of religion and philosophy at the University of Nairobi. The study sampled 1 head of department, 10 lecturers and 167 3rd year students through purposive sampling from a target population of 1 head of department, 300 lecturers and 320 students. Data was collected through structured and semi-structured questionnaires administered to the students, and interview schedules. Pilot testing involved one departmental head, 5 lecturers and 20 students from Kenya Highlands Evangelical University in Kericho County. The content and construct validity, of the data collection instruments was ascertained by presenting the instruments for scrutiny to the researchers two University supervisors. Reliability of the students and lecturer questionnaires was estimated through the test-retest technique. To analyze data, Statistical package for Social Sciences (SPSS) was applied. Standard deviation as well as means and percentages were used for descriptive data analysis. Inferential statistics such as correlation and chi-square were also used to represent the findings in accordance with the study objectives. The findings show that skepticism indeed affected the morality of religious education students in the university (r=0.750, p<0.05). This can be evidenced by that some students ignored the shackles of organized religion and rejected the shackles of organized religion. Findings show that subjectivism had significant relationship with religious education morality at the University of Nairobi (r=0.560, p<0.05). Some students shunned outward expression of religion. Some tolerated individualism while others had allergy to facts. There was a statistically significant relationship between pluralism and the morality of religious education students at the University of Nairobi (r=0.840, p<0.05). This was evidenced by sense of tolerance for various beliefs and ways of life. However, there was no statistically significant relationship between relativism and the morality of religious education students at the University of Nairobi (r=0.151, p>0.05). In this regard, there was low level of indifference to religious and moral absolutes. The study recommends the need for the religious education departments to put in place strategies to counter the negative effects of postmodernism on students’ molarity. The study could be of importance to universities in addressing the approach on teaching religious education, and maintaining the original value and impact of religious education.

Factors affecting performance of preschool children in psychomotor and creative activities in public ECDE centres in Imenti South Sub County, Meru, Kenya

2026-05-14T13:43:30Z

Factors affecting performance of preschool children in psychomotor and creative activities in public ECDE centres in Imenti South Sub County, Meru, Kenya Mwarania, Teresa Kinanu Psychomotor and Creative activities are very important in promoting children learning and development, besides improving their emotional, intellectual and social skills. Thus having knowledge of the need to use Psychomotor and creative activities to promote the development and learning of every child, should be a priority activity in preschools. The purpose of this study was to determine the factors affecting performance of preschool children psychomotor and creative activities in public ECDE Centres in Imenti South subCounty, Meru County, Kenya. Specifically, the researcher sought to establish the effect of physical facilities, academic qualification of teachers and provision of financial support in Imenti South sub-County, Meru County, Kenya. The study was based on Bronfenbrenner’s theory of development. The researcher employed a descriptive survey design. The study population comprised of 116 primary school head teachers and 210 ECDE teachers. Head teachers and ECDE teachers were sampled using the Krejcie and Morgan formula, where a sample size of 176 was used. Data was collected using questionnaires for ECDE teachers and interview schedules for the head teachers. The observation schedule was also used by the researcher to check the conditions of the availability of teaching/learning resources and general performance of the preschools children in regard to psychomotor and creative activities. The researcher first did a pilot study before data collection, using 10% of the sample size. During piloting, the researcher scrutinized the information on the data collection instruments to check for content validity and reliability. The researcher checked for reliability by use of Cronbach’s Alpha coefficient while the researcher checked for validity by giving the instruments to the supervisors as well as use of content validity index. Data was analyzed through use of descriptive statistics such as percentages, means, and frequencies. Simple regression analysis was used to devise the relationships that existed between the independent and the dependent variables, based on the specific objectives of the study. The researcher found that the availability of physical facilities had a statistical and significant positive effect on performance of preschool children in psychomotor and creative activities in Imenti South sub-County (𝛽 = .834,𝑡(89) = 8.106,𝑝 < .05). In addition, the level of training of ECDE teachers had a statistical and significant positive effect on performance of preschool children in creative activities in Imenti South subCounty (𝛽 = .615,𝑡(89) = 9.744,𝑝 < .05), and institutional financial support also had a statistical and significant positive effect on performance of preschool children in creative activities in Imenti South sub-County (𝛽 = .899,𝑡(89) = 8.834,𝑝 < .05). The researcher concluded that some of the physical facilities were present and others were not there. The researcher also concluded that there was lack of support by the Ministry of Education and county government through failing to provide finances for textbooks and writing materials in ECDE centres and also lack of commitment in releasing funds for acquisition of required psychomotor and creative activities materials. The researcher recommends that the county government should provide enough indoor items for regular lesson attendance and working areas for creative activities, in line with the Competency Based Curriculum (CBC) requirements. The government, through the Ministry of Education Early Childhood Education department should also release funds for acquisition of required creative activities materials and provide finances for learning materials.

Influence of curriculum support officers’ supervisory role on management of teaching and learning in public primary schools in Tigania West Sub County, Meru County, Kenya

2026-05-14T13:44:23Z

Influence of curriculum support officers’ supervisory role on management of teaching and learning in public primary schools in Tigania West Sub County, Meru County, Kenya Gikunda, Paddy Kanyua The Kenya government is committed in providing and maintaining quality and standards in basic education through quality assurance department. However, the prevalence of low academic achievement, low teachers’ self-efficacy in implementation of competence based curriculum, and low school safety standards as found in some schools in Tigania West Sub County has cast aspersions on the effectiveness of the Curriculum Support Officers (CSOs) supervisory role. The purpose of the study was to examine the influence of curriculum support officers’ supervisory role on management of teaching and learning among primary schools in Tigania West Sub County. The study objectives were to determine the influence of CSOs supervisory role on curriculum implementation, teachers’ resource management and maintenance of schools’ safety standards in public primary schools in Tigania West Sub County. The study was based on the Effective Schools Theory and adopted crosssectional survey research design. The study target population was 84 head teachers, 910 teachers and three CSOs out of which 25 head teachers, 910 teachers and three CSOs were sampled. The data collection instruments consisted of the teachers’ questionnaire, the head teachers’ interview schedule and the CSOs interview schedule. Reliability of the teachers’ questionnaire was ascertained through computation of Cronbach alpha coefficient while the content validity of the research instruments was determined through scrutiny by the researcher’s’ two supervisors. Data was analyzed with the aid of SPSS version 22 software. Both quantitative and qualitative data were collected. Quantitative data was analyzed by descriptive statistics and inferential statistics. Descriptive statistics consisted of frequencies, percentages, means, standard deviations and charts while inferential statistics comprised of simple linear regression. Qualitative data was put into broad themes for analysis and interpretation. However, some qualitative data was used verbatim to maintain the power of the participants’ spoken words. The study found out that CSOs supervisory role performance accounted for 53.2%, 31.1% and 46.2% of variance in teachers’ level of curriculum implementation, teachers’ management, and the school safety standards respectively. The study findings of what teachers have accomplished in curriculum implementation, professional development and maintenance of schools’ safety standards, may give insight to education stakeholders on the influence of CSO supervisory role on teachers and the entire school fraternity. The established level of influence will inform MOE and TSC policy changes concerning CSO and QASO supervisory approaches and teachers’ appraisal.

Influence of principal’s leadership style on academic performance in public secondary schools in Imenti North Sub-County, Meru County, Kenya

2026-05-14T13:47:28Z

Influence of principal’s leadership style on academic performance in public secondary schools in Imenti North Sub-County, Meru County, Kenya Muchiri, Nicholasia Kaari The current global upsurge towards the acquisition of quality education has created the impetus to search for the most appropriate leadership styles which school administrators/principals should adopt for effective and efficient implementation of national curriculum paving way for high educational output. The purpose of the study was to examine the influence of principal’s leadership styles on students’ academic performance in public secondary schools in Imenti North Sub-county in Meru County, Kenya. This was occasioned by the fact that despite the government effort of improving students’ academic achievement and discipline through policies that promote studemts’ participation in school management and resolution of conflicts through guidance and counselling, most of the public secondary schools in Imenti North Sub County have experienced persistent students’ unrest and low academic performance. The study was anchored on the Fiedler contingency theory. The study employed descriptive survey research design. The study targeted 46 secondary school principals and 46 senior teachers. Census sampling method was used to select all the senior teachers from all the 46 secondary schools while 14 teachers were elected through simple random sampling. Data were collected through senior teachers’ questionnaire and principals’ interview schedule. Reliability of the questionnaire was determined through computation of chronbach alpha while content and face validity was ascertained through the two university supervisors scrutiny. Data were analysed through descriptive and inferential statistics. Qualitative data was put into themes for anaysis. However, some qualitative data were quoted verbatim in order to maintain the power of the participants’ spoken words. Multiple regression analysis was used to test the three formulated hypotheses. The study found that principals’ use of democratic leadership style had the greatest significant influence on students’ KCSE mean score (β = 0.456, t(45) = 1.972, p < 0.05) followed by autocratic style (β = 0.308, t = 1.308, p < 0.05). However, leissez-faire leadership style impacted the studnets KCSE results negatively (β = -0.106, t (45) = -0.305, p = 0.717). The study recommended that principals need to be proactive and device ways of managing students’ emerging discipline and academic issues occasioned by the explosion of information technology.

Relationship between principals’ school management practices and effectiveness of student council in public secondary schools in Kiambu Sub County, Kiambu County, Kenya

2026-05-14T13:39:04Z

Relationship between principals’ school management practices and effectiveness of student council in public secondary schools in Kiambu Sub County, Kiambu County, Kenya Roiko, Leah Nailantei Student participation in school administration and management when properly organized and supervised, offers opportunities for developing students’ morale, cooperation, selfdiscipline, prudent leadership and intelligent followership. However, despite the existence of the student councils, most of the public secondary schools in Kiambu Sub County have experienced persistent students’ moral decadence and unrests. The purpose of the study was to examine the relationship between principals’ school management practices and effectiveness of student council in public secondary schools in Kiambu Sub County, Kiambu County, Kenya. The objectives of the study were to assess the relationship between principals’ capacity building of student leaders, principals’ involvement of student leaders in the school management, principals’ provision of incentives to student leaders, and the effectiveness of the student council. The study was anchored on Path-Goal theory. The study adopted correlational research design. The study’s targeted population was composed of 15 principals, 75 head of departments and 212 student leaders from all the 15 public secondary schools in Kiambu Sub County. Through census sampling technique, all the 15 principals and 75 head of departments were sampled while 135 student leaders were selected through simple random technique. Data were collected through student leaders’ questionnaire, teachers’ questionnaire and head teachers’ interview schedule. Pilot testing involved two principals, 10 head of departments and 14 student leaders in the neighboring Kiambaa Sub County. Content and construct types of validity were ascertained through scrutiny by the two supervisors assigned to the researcher. Reliability of the teachers’ questionnaire and student leaders’ questionnaire was ascertained by test-retest technique. Both descriptive and inferential statistics were used to analyze the data. The three formulated null hypotheses were tested through the Pearson product moment correlation coefficient analysis. Qualitative data were put into broad themes for interpretation. However, some qualitative data were used verbatim in order to maintain the power of the participants’ spoken words. The study found that there was a positive very strong significant relationship between principals’ capacity building of student leaders and the effectiveness of the student council (r = 0.847, p < 0.05). Similarly, there was a positive strong significant relationship between principals’ involvement of student leaders in the school management and the effectiveness of the student council (r = 0.753, p < 0.05). However, the relationship between principals’ provision of incentives to student leaders and the effectiveness of the student council was moderate but significant (r = 0.538, p < 0.05). The study recommended the Ministry of Education to formulate more pragmatic policies that would obligate school principals to demonstrate and make a periodical report on the progress made in student leaders’ capacity building, involvement in school management and the incentives provided.

Influence of tutors’ denominational beliefs in teaching Christian religious education in primary teachers’ training colleges in Lower Lake Victoria Region, Kenya

2026-05-14T13:48:18Z

Influence of tutors’ denominational beliefs in teaching Christian religious education in primary teachers’ training colleges in Lower Lake Victoria Region, Kenya Cleophas, Larry Onyango Tutors in primary teachers’ training colleges represent a variety of Christian denominations each with its own set of beliefs and doctrines. In Kenya's Primary Teacher Education (PTE) syllabus, Christian Religious Education (CRE) is one of the cluster subjects. Although CRE is taught to students according to a specified syllabus, tutors' differing denominational beliefs may present student learners with a variety of obstacles, resulting in contentious and divisive religious teachings. The purpose of this study was to investigate the influence of tutors’ denominational beliefs in teaching student learners Christian Religious Education in Primary Teachers’ Training Colleges (PTTCs). The following objectives were formulated to guide the study; to establish tutors teaching and students learning CRE who belong to predominant denominational beliefs in PTTCs in lower Lake Victoria Region of Kenya, to examine the influence of tutors’ and students’ exegesis/interpretation of the bible concepts on CRE in PTTCs in lower Lake Victoria Region of Kenya, to assess different Christian denominations of Roman Catholic, SDA and Protestants that are dominant among tutors and students in PTTCs in Lower Lake Victoria Region of Kenya, and to establish the influence of tutors’ and students’ denominational beliefs on teaching and learning CRE in PTTCs in Lower Lake Victoria Region of Kenya. It was expected that CRE tutors, despite their denominational affiliations, should teach the subject based on students’ day to day life experiences thus the Life Approach whose benefit was to enable students acquire same understanding and meaning to the bible text concepts. The study anticipated challenges in teaching the subject, thus the focus of this study. The study was anchored on Moral Communities Theory (Durkheim, 1912) which suggested that moral communities are groups that strongly influence the beliefs and practices of their members. Human nature, according to Durkheim has incredible flexibility and fertility and that, peoples’ perspectives on the world and how they behave themselves as well as their moral convictions change dramatically over time and place. Based on this study, PTTCs were regarded as moral communities where predominant members could assert their influence on the beliefs and practices of others. The study targeted CRE students and subject tutors, in six Primary Teachers Training colleges (both public and private) in the Lower Lake Victoria Region of Kenya. The study sampled 187 CRE students, 27 CRE subject tutors and 6 heads of CRE subjects through simple random sampling. Data was collected through questionnaires given to CRE students, CRE subject heads and subject tutors. Pilot testing was conducted from CRE students and subject tutors in the selected neighbouring primary teachers training colleges. Quantitative research method was adopted. By providing the instruments for scrutiny to the researcher’s two university supervisors the content and construct validity of data collection instruments was determined. The students' and tutors' questionnaires' reliability was determined using the test-retest method. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The study’s finding was that students' denominational beliefs had a moderate positive link with their learning CRE, whereas tutors' denominational beliefs had a weak positive correlation with their teaching CRE. To analyse data, Statistical Package for Social Sciences (SPSS) was applied. By considering the following study's recommendations, the findings of this study could be a valuable input to MOE policy makers and curriculum developers at the KICD. The findings of this study may also be useful to tutors who teach CRE.